Audience: 9th and 10th grade Objectives:

Group Size: 30
Time: 60 minutes Students should be able to identify learned words and phrases in
Equipment: White board, computer, overhead authentic Spanish text.
projector, markers and pens, and handouts
Resources: Video Students should be able to identify similarities and differences in
Setting: Arrange chairs so that all learners will be able the orthography and phonology of English and Spanish.
to work in groups and see the video. Place markers,
handouts and notes on the table.
Time Concept to be What you (teacher) do or What learners Self-monitoring
Learned show (students) do (Hints for teacher)
Making adjustments that
could not have been predicted

5 Objective Today we are going to learn
min. about “False Friends” or
otherwise known as false
cognates. False cognates are
words that sound or appear to
be the same in English and
Spanish but actually mean two
entirely different things.
Listen Focus activity will be taking
role and then turning the
lights on and off. Since
textual visuals will be used
any students who have
difficulty seeing will be asked
to move to the front.

3 Identification By the end of today’s lesson, Listen Check for understanding

min. of learning you should be able to identify
product words that appear the same in
English and Spanish but could
have different definitions.
5 Link to prior In order to better understand
min. knowledge this, I want you to think back
(connection) to the perfect cognates we
learned yesterday. Please pair
up with the person next to you
and discuss some of the words
we learned about yesterday
and how they directly
translated between the two
languages.
10 Link to prior Everybody split into two large
min. knowledge groups so that we can play a
(pre- learning game. First team will
assessment) write any word that they have
learned so far during the
semester. Second team will
have to either find the cognate
for the chosen word or its
translation in order to earn
one point. Points will also be
given for correcting misspelled
words. Everyone has one
Take notes or
articulate
outcomes
Think-pair- Listening, observing,
share Redirecting as needed.
Keep track of time to play
video and keep lesson
moving.
Listen and Classroom Assessment
shown what Quality Circles.
they know. Make sure to emphasize that
it is okay if students cannot
provide examples to make
sure they are comfortable
and the question does not
make them anxious. Students
will decide who will post the
words on the board while
instructor observes which
 minute to come up with a fun
name for your group and
prepare your thoughts. No
books or dictionaries are
allowed during the game.
1 Transition Turn the lights off for the
min. video presentation
5 Video
min.
1 Transition Turn the lights on at the end
min. of the video
10 Place value Teacher will lecture on some
min. (concept to be examples demonstrating “false
learned) friend” cognates.
5 Guided A practice handout on “false
min. Practice friend” cognates will be done
collaboratively as a class.
14 Independent Pair up with your assigned
min. Group partners and work on the
Practice second handout about “false
friend” cognates. I will be
walking around and checking
everyone’s work if you have
any questions.
1 Closure If you have not finished your
min. handouts, please take them
home and finish them for
homework tonight. They must
be handed in at the beginning
of next class.
students are most/least
confident with the material.
Refocusing Make sure everyone is on
board and redirect any
students not paying attention.
Listen and take
notes
Refocusing Make sure everyone is on
board and redirect any
students not paying attention.
Listening and Checking for understanding
take notes. strategies
Interacting with Redirecting as needed.
both the content Keeping notes on learners’
and each other. progress and where
additional support/
differentiation is needed.
Writing Check for understanding.
Show what they Redirecting as needed.
know Keep notes on students who
may need additional help.
Think-pair- Check for understanding.
share Redirecting as needed.
Keep notes on students who
may need additional help.
Listen Make sure to write it on the
board so students visually see
the unfinished handouts are
homework.